Learning opportunities are experiences through which a student gains knowledge, skills, and/or self-awareness through project-based application. MC2 identifies four main categories of learning opportunities: Internship, Treks, Classes, and Personal Learning. Providing a variety of learning opportunities is important to increase the level of student engagement through personalization and real-world extension. Learning extended (or expanded) beyond the walls of the classroom afford students invaluable opportunities to find their place in the world and recognize the role of learning in their journey.
Initiatives in various states call such activities Extended Learning Opportunities (NH) or Expanded Learning Opportunities (RI), but at MC2 we just called them Learning Opportunities. Here we have collected a variety of the best examples of learning opportunities, as well as resources useful for designing more.
Ideally students take part in the design process of the learning opportunities, and often can become fluent at using the design tool. The spectrum of student participation in the design process varies from teacher-conceived/student feedback design to student conceived/teacher feedback.
Learning opportunities are experiences through which a student gains knowledge, skills, and/or self-awareness through project-based application. MC2 identifies four main categories of learning opportunities: Internship, Treks, Classes, and Personal Learning. Providing a variety of learning opportunities is important to increase the level of student engagement through personalization and real-world extension. Learning extended (or expanded) beyond the walls of the classroom afford students invaluable opportunities to find their place in the world and recognize the role of learning in their journey.
Initiatives in various states call such activities Extended Learning Opportunities (NH) or Expanded Learning Opportunities (RI), but at MC2 we just called them Learning Opportunities. Here we have collected a variety of the best examples of learning opportunities, as well as resources useful for designing more.
Ideally students take part in the design process of the learning opportunities, and often can become fluent at using the design tool. The spectrum of student participation in the design process varies from teacher-conceived/student feedback design to student conceived/teacher feedback.